The Incremental Value of Internet-based Instruction as an Adjunct to Classroom Instruction

Abstract

The study documents the incremental value of Internet-based teaching of clinical ethics to sophomore medical students.

Online eLearning for undergraduates in health professions: A systematic review of the impact on knowledge, skills, attitudes and satisfaction

“…The remaining 42 studies (70%) have been published in the shorter time interval between 2008 and mid 2013 (ie, 5.5 years). Out of all 60 included studies, 33 studies investigated eLearning in the field of medicine [26,28,32,34–36,38–41,44,45,49,50,54,58–62,64–70,72,75,77,78,80,82]. Eleven of the articles [25,27,33,42,43,53,56,74,76,79,83] were exclusively from nursing, 3 [55,57,81] were within the field of physical therapy, whereas 3 other studies within pharmacy [30, 31, 71].…”

“…Six other studies used open ended [30,33,63,66] or Likert type questionnaires [29] or even “fill in the blank” questions [73]. The rest of the studies measured students’ knowledge gain via other testing means including general numeracy tests [83]; written exams [41, 46, 58, 65]; independent observers’ assessment [79]; cognitive assessment instruments [54]; surgical knowledge test scores [76]; a Diagnostic Thinking Inventory and individual students’ performance in solving clinical reasoning problems [38]; a modified version of the Dartmouth Sleep Knowledge and Attitudes survey [62]; an interactive evaluation about melanoma [26]; an orthodontic examination form for each patient [37]; or some form of a knowledge assessment scale or checklist [42,52,68]. …”

The reported preparedness and disposition by students in a Nigerian university towards the use of information technology for medical education

“…[16,23] We also found that most students (85.6%) were of the view that IT should be used as a supplement to medical teaching and this was comparable to report of other workers. [14,24] However, less than half of the students (39.5%) want laptop acquisition to be mandatory despite their interest in IT based medical education probably due to the poor financial status of parents and guardians in a poor resource setting and inadequate electrical power which is a prerequisite for operating a laptop. Almost half (49.8%) of the students reported that 50-75% of their lecturers used information technology for teaching and 36.5% reported that their teachers are very efficient in the use of computer in teaching of students.…”

Web-Based Learning Versus Standardized Patients For Teaching Clinical Diagnosis: A Randomized, Controlled, Crossover Trial

“…[9][10][11][12] Similarly, some studies have reported greater student satisfaction with WB approaches, 8,9,11 whereas others have found no difference compared with traditional methods. [13][14][15] Almost uniformly, however, WB learning has been lauded for advantages such as its remote access and interactivity, 16 ability to deliver just-in-time clinical information, 17 and ability to produce equivalent learning outcomes with less study time. 11,12 The importance of teaching medical students to be reproducibly proficient in their clinical skills has been underscored by the addition of the clinical skills component to Step 2 of the United States Medical Licensing Examination, a prerequisite for national licensure in all 50 states.…”